• 한국보육지원학회지
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• 제12권2호
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• pp.113-125
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• 2016

This study examined the effects of constructivist educational beliefs and self-regulated learning skills of children on teacher professional development. The study was conducted by sampling 273 teachers. Three kinds of variables, which included constructivist educational beliefs, self-regulated learning ability, and professional development level were measured and analyzed for this study. The results were as follows. First, early childhood teachers beliefs of constructivist education, self-regulated learning ability and professional development were found to be higher than average. Second, the professional development of early childhood teachers is shown to be correlated with constructivist educational beliefs and self-regulated learning ability. When constructivist educational beliefs and self-regulated learning ability scores increases, the professional development score is high. Third, metacognitive strategies, cognitive strategies and constructivist educational beliefs are factors that predict the professional development of early childhood teachers. According to results of this study, it suggests that constructivist educational beliefs and self-regulated learning ability are important factors to be addressed.

• 대한통합의학회지
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• 제9권1호
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• pp.141-150
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• 2021

Purpose : The purpose of this study was to investigate the effect of case-based learning application in human growth development classes on nursing students' problem-solving ability, self-directed learning ability, and academic self-efficacy. Methods : The research method was a self-report questionnaire before and after case-based learning for second-year nursing students who took the human growth development course at U University in K city. The collected data were statistically processed using SPSS WIN 21.0. Results : The results of the study showed that after case-based learning, problem-solving ability, self-directed learning ability, and academic self-efficacy were all significantly improved. In addition, as a result of examining the correlation between each variable after case-based learning, problem solving ability score and self-directed learning ability score (r=.54, ｐ<.01), and problem solving ability scores and academic self-efficacy scores (r=.44, ｐ<.01), were significantly correlated with self-directed learning ability scores and the academic self-efficacy reduction scores (r=.76, ｐ<.01). Conclusion : The results of this study suggested the need for various learning programs such as case-based learning to improve nursing students' problem-solving abilities and self-directed learning abilities and their application. In addition, to improve the learning self-efficacy of nursing students, a continuous and systematic study is suggested to develop and apply customized educational programs according to the learners' preferences. Since the sample group in this study was limited to one university, there were few cases and no control group, so there are limitations in generalizing the test effect, However, significant differences a were verified in the case-based learning pre-tests and post-tests.

• 대한방사선기술학회지:방사선기술과학
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• 제40권3호
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• pp.493-499
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• 2017

임상실습 교육과정이 자기학습 발전능력 정도에 대해 분석하고자 수도권에 소재한 방사선학과 3, 4학년생을 대상으로 121명의 설문조사 결과를 분석하였다. 성별에 따른 자기학습 발전능력의 전체 평균은 $3.07{\pm}0.85$로 5점 척도의 기준으로 할 때, 보통 이상의 수준으로 성별에 따라 통계적으로 유의미한 차이를 나타냈다. 학제에 따른 자기학습 발전능력에 대한 결과는 전체 평균은 $3.07{\pm}0.85$로 보통 이상의 자기학습 발전능력 수준으로 학제에 따라 통계적으로 유의미한 차이는 없었다. 학과 선택 동기에 따른 자기학습 발전능력의 결과는 학과의 취업률이 높다고 판단하여 입학한 학생군($3.58{\pm}0.85$)이 높은 자기학습 발전능력 수준을 보였으며, 자아적성에 적합하여 입학한 학생군($2.30{\pm}0.40$)이 상대적으로 낮은 수준을 나타냈다. 진로선택 방향에 따른 자기학습 발전능력의 전체 평균은 $3.08{\pm}0.76$로 보통 이상의 자기학습 발전능력 수준으로 진로에 따라 통계적으로 유의미한 차이를 나타냈다. 임상실습 시 자기학습 능력을 높이는 방안이 필요하다. 아울러 통계적 유의수준의 차이를 보이지 않는 것은 문제점과 다양성을 제시하고 있다고 본다.

• 한국간호교육학회지
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• 제17권3호
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• pp.355-364
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• 2011

Purpose: This study was designed to explore the influencing factors on self-directed learning ability of nursing students and to investigate the relationship between learning style, learning attitude, and self-directed learning ability. Methods: The study sample was composed of 263 nursing students. Data were collected from March 8th to April 7th, 2011 using a questionnaire which included Kolb's learning style inventory, learning attitude inventory, and self-directed learning ability inventory. Results: Learning styles of the subjects were assimilator 33.8%, converger 31.9%, accommodator 24.7%, and diverger 9.5%. There was no significant difference in learning styles among grades. However, the total mean score of learning attitude (F=8.30, p<.001) and self-directed learning ability (F=2.85, p=.038) significantly differed among grades. Learning attitude positively correlated to self-directed learning ability (r=.62, p<.001). Learning attitude was the most significant predictor and accounted for 36.5% of the variance in self-directed leaning ability in nursing students. Conclusion: It is important for students to use all four learning styles rather than to rely solely on one style. There should be more emphasis placed on the development of positive learning attitude and self-directed learning ability of nursing students.

• 수산해양교육연구
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• 제24권2호
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• pp.146-165
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• 2012

The purpose of this study is development of learning coaching program that is grafted onto advantage of Self-directed learning and coaching intended for Youth-After-School-Academy children and analysis the effect on self-efficacy and Self-directed learning ability from this program. The program of this study is developed on the base of Seels & Richey's 'ADDIE Model'. In order to verify the effect of this study, two times tests were carried out on 14 persons of the experimental group and the control group respectively, before and after the program was performed. The MANCOVA & ANCOVA was done on the difference between the post-test results of the experimental group and the control group. Findings of this study might be summarized as follows: First, the post-test result in the experimental group on self-efficacy was meaningfully higher than in the control group. Second, on Self-directed learning ability the result in the experimental group was also higher than in the control group. Therefore, learning coaching program impacted on self-efficacy and Self-directed learning ability of Youth-After-School-Academy children. This program that aim to discover the potential on learning, expect to be effective for children education of today when pursue Self-directed learning ability and creativity.

• 한국콘텐츠학회논문지
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• 제16권6호
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• pp.1-8
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• 2016

우리나라는 영재교육에서의 자기주도적 학습 능력의 신장을 매우 중요한 목표로 내세운다. 최근에는 다양한 프로그래밍을 활용한 영재 학습 프로그램이 개발되었고 이를 통해 학습자들의 자기주도적 학습 능력이 향상되기도 한다. 하지만 프로그래밍 활용 영재 학습 프로그램은 정보 영재를 대상으로 개발된 것이 대부분이다. 이에 본 연구에서는 자기주도적 학습능력의 향상을 위한 앱인벤터를 활용한 수학영재프로그램의 개발과 적용에 관해 탐구하였다. 4, 5학년으로 이루어진 초등 수학 영재 1개 학급을 대상으로 모둠별로 앱인벤터를 활용해 수학 퀴즈를 만드는 활동을 하였다. 실험 적용 후 실험집단의 내재적 동기, 자율성, 개방성 등 자기 주도적 학습 능력의 하위 요소의 사후 검사 값이 유의도 .002이하로 매우 유의하였다. 따라서 앱인벤터의 활용을 통한 수학영재프로그램의 개발과 적용은 수학 영재 학습자의 자기주도적 학습 능력의 전 영역에서 효과적이었음을 확인할 수 있었다.

• 전기학회논문지P
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• 제60권1호
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• pp.1-5
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• 2011

The main purpose of this study was to examine the learning abilities of college electrical students, especially self-regulated learning abilities and problem solving ability. In addition, this study was to explore the effects of self-regulated learning abilities and problem solving ability of the college students on academic achievement. For this purpose, a total of 58 college freshmen was chosen to conduct a survey. The results of this study showed that self-regulated learning abilities and problem solving ability significantly influenced on the college engineering students' academic achievement. Based on these study results, the above variables investigated in this study should sufficiently considered in the design and development of the college engineering courses that enable students to become self-regulated learners and improve their academic achievement.

• International Journal of Advanced Culture Technology
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• 제10권4호
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• pp.86-93
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• 2022

To combine the science and technology creativity necessary in the era of the 4th Industrial Revolution, it is necessary to cultivate talents who can discover new knowledge and create new values by combining various knowledge with self-directed mathematical competencies. This research attempted to lay the foundation for the curriculum for fostering future creative convergence talent by preparing, executing, and reflecting on the learning plan after learners themselves understand their level and status through self-directed learning. Firstly, We would like to present a teaching-learning plan based on the essential capabilities of the future society, where the development of a curriculum based on mathematics curriculum and intelligent informatization are accelerated. Secondly, an educational design model system diagram was presented to strengthen the self-directed learning ability of mathematics subjects in the electronic engineering curriculum. Consequently, through a survey, we would like to propose the establishment of an educational system necessary for the 4th industry by analyzing learning ability through self-directed learning teaching methods of subjects related to mathematics, probability, and statistics.

• 대한수학교육학회지:학교수학
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• 제7권3호
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• pp.253-268
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• 2005

학생들이 스스로 학습을 준비하고 실행하며 반성하는 자기주도적 학습 능력을 갖는 것은 수학 교과에서 중요한 일이다. 본 연구는 수학 교과에서 자기주도적 학습 능력에 대한 개념화를 Vygocky의 이론에 더하여 시도하였다. 자기주도적 학습의 요소를 동기, 전략, 메타인지 측면에서 고찰하고, 준비, 실행, 반성의 학습 과정에서 자기주도적 학습 능력의 요인을 10가지로 분석하였다. 이 요인을 바탕으로 수학과의 자기주도적 학습 능력을 측정할 수 있는 도구를 문항으로 개발했으며, 이것을 요인분석의 방법으로 검증하였다.

• 공학교육연구
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• 제12권4호
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• pp.115-125
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• 2009

본 연구는 자기주도학습 개념 및 구성요인과 자기주도학습 능력개발을 위한 교수 학습 전략을 살펴보고, 문제기반학습과 프로젝트기반학습 방법이 적용되는 설계교육의 절차와의 관계를 분석하여 자기주도학습 능력개발을 위한 설계교육 방법을 제시하기 위해 수행되었다. 이를 위해 자기주도학습, 자기주도학습 능력개발, 설계교육을 주요어(key word)로 하여 '문헌연구'를 수행하였다. 그 결과 설계교육 절차 및 문제기반학습과 프로젝트기반학습의 공통되는 항목을 추출하여 5단계 를 도출하였고, 학습자의 자기주도학습 능력 수준 차이를 전제로 하는 Grow(1991)의 수업 모형을 연결시켜 총 9단계의 설계교육 절차를 제시하였다. 이는 첫째, 선수학습 준비, 둘째, 문제정의 및 필요성 인식, 셋째, 팀 구성, 넷째, 관련자료 수집, 다섯째, 교사와 함께 실질적인 문제에 대한 팀학습, 여섯째, 최적의 해결책 선택, 일곱째, 학생 중심 토의, 여덟째, 모형 및 제품 제작, 아홉째, 시험 및 평가, 보완으로 진행된다. 이러한 모형을 적용시킨 설계교육을 통해 교수자는 지속적인 피드백을 통한 학습자의 자기주도학습 능력 향상 정도 및 학업성취를 평가할 수 있을 것이다. 또한 학습자는 이전보다 높은 수준의 자기주도학습 능력을 가지게 될 것이고, 이는 다른 학습상황에도 전이되어 창의성과 문제해결능력을 필요로 하는 공학교육의 효과를 극대화할 수 있을 것으로 기대된다.